|
Adabiyotlar
1.Mirziyoyev Sh.M. Toshkentda ilm maorif vakillari bilan uchrashuvdagigi
nutqi. – Toshkent: 2017 yil 27 noyabr.
2. Izzat Sulton. Adabiyot nazariyasi.- Toshkent: Fan, 1986. 203-220-betlar.
3.. Toshxonov M. Ispan tili grammatikasi. – Toshkent: O’qituvchi. 2014.
4. Rahimov Z. Muallif nutqi va uning ko’rinishlari // Til va adabiyot ta’limi,
2000, 3-son. 58-62-b.
THE INFLUENCE OF COMMUNICATIVE METHOD ON THE FOREIGN
LANGUAGE ACQUISITION OF CHILDREN.
Kurbanova D (SamSIFL Master)
Most people consider blackboard and chalk to be the best ways of learning
something. However, nowadays the world does not stand on one place and moves
on, that is why modern teachers should improve their technique of foreign
language teaching in order to make pupils acquire information better. Due to the
process of globalization it becomes a necessity to teach not just language systems
but the abilityof their application on practice. This article dwells on what is better
for young foreign language learners.
Firstly, let’s mention that the communicative approach is based on the idea
that learning language successfully comes through communicating real meaning.
The focus of this method is to enable the learner to interact effectively and
appropriately in the various situations he would be likely to find himself in. The
content of such teaching are functions asself-introduction, inviting, suggesting,
complaining or notions as well as the expression of time, quantity, location.
Applying the knowledge on practice the learner will be capable of overcoming the
language barrier that causes the fear of talking.
While investigating the issue whether the communicative method will be
useful for young learners or not, let’s refer to psychological features of every child.
Just remember how kids usually start talking? That is right! Through repeating
after adults and listening to their speech. It is a natural way of learning any
language. That is why it will be more effective to teach children phrases that they
will be able to hear and use in real life situations.
175
We decided to conduct the experiment in two of my first classesin order to
prove this fact. When we started teaching we mentioned that children have very
short attention span. That is why they become bored very quickly and it is difficult
to keep their focus on teacher. In order to make them more involved and interested
we used different audio and visual aids. But wenoticed that children are more
interested in participating in different activities rather than just watching them. So,
we decided to showthe video containing a dialogue between two pupils. The
content of the dialogue:
“A: Hello! What is your name?
B: Hi! My name is Bobur. What is your name?
A: My name is Alisher. How are you?
B: Fine, thanks. How are you?
A: Good. How old are you?
B: I am seven. And you?
A: I am eight. Where are you from?
B: I am from Samarkand. Where are you from?
A: I am from Tashkent”.
The 1 “A” class was not allowed to repeat this dialogue. They just kept
watching it each lesson for a month. The 1 “B” class was required to perform the
same dialogue in pairs after each view. By the end of the month only two pupils
from fifteen in 1 “A” were able to reproduce this dialogue on practice. In addition,
in the beginning of academic year we found out that they already had a good
language base. In 1 “B” the progress was much more noticeable. Eleven pupils of
sixteen were able to communicate freely with each other. They were not afraid of
coming to the blackboard, knew the sequence of questions and did not need any
help. Moreover, they were willing to answer and were eager to go to the
blackboard. Other five who were shy by their nature could also reproduce this
dialogue but with some help. For example, when the pupil was in doubt we said
just the first word of the sentence like “Where…” and he quickly continued “are
you from?” It was very funny to observe such situation. The reason for it was
mostly in modesty of pupils, rather than in their knowledge. Standing at the
blackboard in front of so many people made them a bit shocked, but just a small
hint could guide them out. The difference between these two classes was obvious.
1 “A” was much weaker that 1 “B”. Only after starting practicing this dialogue
next month they became able to communicate with each other.This small
investigation brings us to the conclusion that communicative approach in foreign
language teaching plays an essential part in education, especially of young
learners. They perceive information better through repetition and practice along
with total physical response and introduction of technologies.
Many scientists also considered communicative method the best and the most
effective among other methods. They made a lot of investigations in the sphere of
communicative teaching and left precious works on it. Some of these scholars are
David Numan, James F. Lee, Bill VanPatten, Keith A. Johnson, Sandra J.
Sauvignon, etc. David Numan emphasized the significance of new method which
will be more useful and effective in his work “Communicative Tasks and the
176
Language Curriculum”. He stated that the communicative task has evolved as an
important component within curriculum planning, implementation and evaluation.
In task-based language teaching, syllabus content and instructional processes are
selected with reference to the communicative tasks which learners will need to
engage in outside the classroom and also with reference to theoretical and
empirical insights into those social and psycholinguistic processes which facilitate
language acquisition. There are several features of this approach:
1.
An emphasis on learning to communicate through interaction in the
target language.
2.
The introduction of authentic texts into the learning situation.
3.
The provision of opportunities for learners to focus, not only on
language, but also on the learning process.
4.
An enhancement of the learner’s own personal experiences as
important contributing elements to classroom learning.
5.
An attempt to link classroom language learning with language
activation outside the classroom.
Sandra J. Savignon also talked about the significance of communicative
teaching and how it can be realized. According to her research,learners of all ages,
especially young learners, can also enjoy numerous language arts games or
activities for the variety and group interaction they provide. So long as they are not
overused and are not promoted as the solution to all manner of language learning
problems, games and other activities that focus on language arts in a wide range of
formats are a welcome addition to a teacher’s repertoire.In addition, task-based
curricula are important as they are designed to provide learners with more
opportunity to use language for a purpose. They should be presented in target
language. Young learners who are accustomed to being taught exclusively in their
first language may at first feel uncomfortable if the teacher speaks to them in the
second, expecting them not only to understand but, perhaps, to respond. When this
happens, teachers need to take special care to help learners understand that they are
not expected to understand every word, any more than they are expected to express
themselves in the second language as if they had been using it since
childhood.Therefore, the use of gestures, intonation, and facial expression also
contributes to communication, but linguistic accuracy, though of some importance,
should be considered as only one of the major constituents of communicative
exchange.
To conclude mentioned above, we have provided a selective overview of the
influence of communicative language teaching on young learners’ education. We
have tried to show that task-based teaching has become a powerful push in foreign
language acquisition. It is considered to be more effective than grammar-
translation method or any others as it teaches to use foreign language in real life
situations.
177
Do'stlaringiz bilan baham: |
